Abstract
Programming education in Hungary has undergone significant changes with the new National Core Curriculum released in 2020. It introduced a new, revised Digital Culture curriculum in public schools as a successor to the earlier informatics subject. The new curriculum contains several new themes and topics, with a bigger emphasis on programming and algorithms. However, little is known about the effect of these changes on the teaching practices and tools used to teach programming. In this paper, we present the results of a survey conducted with schoolteachers, and data provided by the Educational Authority of Hungary. We identify the most common programming languages, environments and pedagogical methods used by teachers, to give a general overview of the trends in teaching programming in Hungarian public schools.
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